Tutors

On-policy self-distillation (OPSD) lets a language model learn from a frozen copy of itself that sees an answer or a worked solution. Giving the teacher this extra information seems to offer the student more to learn, but how much does it add beyond distillation itself? To isolate that contribution, we construct AMPLE-Math, a reusable suite of 5,319 mathematical problems with six reasoning views that share the same answer, and compare each view with matched reference-free distillation. With a thinking-enabled teacher supervising direct-response rollouts, reference-free distillation accounts for much of Qwen3-1.7B's improvement under thinking-enabled evaluation, both in domain and on external benchmarks. Evidence for an additional reference benefit is modest in Qwen, strongest for a polished solution, whereas complete traces add two percentage points in SmolLM3-3B at step 50. These benefits depend on the student being trained. At the same checkpoint, replacing short direct-response rollouts with long thinking-enabled rollouts turns gains into losses in both families while the problems, references, and evaluation stay fixed. Teacher profiles and matched loss interventions in Qwen further show that changing token-level supervision can leave student behavior largely unchanged. Together, these findings suggest that OPSD can improve access to existing reasoning capabilities through parameters shared by direct-response and thinking-enabled inference. The value of a privileged reference is what it adds to this cross-mode transfer, not how much of the solution it reveals.

K-12 robotics and AI education remains difficult to scale, especially in rural regions lacking sustained technical mentorship. Programs like FIRST provide competition pathways and instructional opportunities, but they do not eliminate the need for local programming and robotics expertise. We introduce AI, Robotics, & Community (ARC), a hubs-based framework where colleges train undergraduate mentors and host workshops for nearby K-12 teams. Mature school programs can become secondary hubs that support additional schools, creating a self-reinforcing education loop where mentorship reach propagates geographically and can even grow super-linearly. We first evaluate ARC through a trial deployment at one university. The trial created three rural robotics teams. On five-point Likert surveys, mean increases in K-12 programming knowledge, resource access, and practice opportunities were 2.00, 2.25, and 1.25 points. Likewise, undergraduate confidence teaching technical concepts, adapting explanations, managing groups, and finding mentoring enjoyable and meaningful increased by 1.29, 1.14, 1.00, and 1.14 points. Additionally, we create a spatial Markov model of ARC's growth and simulate it using the state of Indiana as a testbed. Under moderate conditions, we find that ARC reaches 74% of Indiana's 1,925 public K-12 schools and produces 992 robotics programs after 40 years, compared with 161 projected under natural growth alone. Together, these results show ARC can create and support rural robotics programs, train undergraduate AI and robotics mentors, and potentially scale mentorship across a region.

Bharatanatyam is the oldest Indian Classical Dance (ICD) which is learned and practiced across India and the world. Adavu is the core of this dance form. There exist 15 Adavus and 58 variations. Each Adavu variation comprises a well-defined set of motions and postures (called dance steps) that occur in a particular order. So, while learning Adavus, students not only learn the dance steps but also take care of its sequence of occurrences. This paper proposed a method to recognize these sequences. In this work, firstly, we recognize the involved Key Postures (KPs) and motions in the Adavu using Convolutional Neural Network (CNN) and Support Vector Machine (SVM), respectively. In this, CNN achieves 99% and SVM's recognition accuracy becomes 84%. Next, we compare these KP and motion sequences with the ground truth to find the best match using the Edit Distance algorithm with an accuracy of 98%. The paper contributes hugely to the state-of-the-art in the form of digital heritage, dance tutoring system, and many more. The paper addresses three novelties; (a) Recognizing the sequences based on the KPs and motions rather than only KPs as reported in the earlier works. (b) The performance of the proposed work is measured by analyzing the prediction time per sequence. We also compare our proposed approach with the previous works that deal with the same problem statement. (c) It tests the scalability of the proposed approach by including all the Adavu variations, unlike the earlier literature, which uses only one/two variations.

Language models can learn from experience, but raw solution trajectories are often too long and noisy to provide effective guidance. In this work, we propose Learning to Coach (L2C), a framework that trains a dedicated LLM-as-a-Coach to extract actionable experiential knowledge from an actor model's previous trajectory. The actor remains frozen, while the LLM-as-a-Coach is trained to maximize a reward given by the correctness of the actor's guided response. We study two such rewards: a same-instance reward, which improves subsequent responses on the original problem, and a cross-instance reward, which elicits knowledge that transfers to other instances. Across mathematical reasoning and interactive text-games, L2C consistently outperforms self-refinement and an untrained LLM-as-a-Coach. Running experiential learning for more iterations further improves accuracy and uses additional inference compute more effectively than enlarging the actor's decoding budget. The trained LLM-as-a-Coach also transfers to out-of-distribution tasks and adapts its guidance to the specific actor it coaches.

Large language models (LLMs) are increasingly deployed as tutors, but it is unclear whether they support all students equally well. We introduce \textbf{EduFair-Bench}, a benchmark for auditing the pedagogical fairness of LLM tutors---whether tutoring quality varies systematically with student demographics. EduFair-Bench pairs a multi-domain question bank (mathematics, physics, chemistry) with a controlled simulation in which a fixed LLM student interacts with each tutor across nine demographic levels spanning four dimensions: gender, immigration background, first language, and socioeconomic status (SES). Tutoring quality is scored on five turn-level pedagogical metrics and four conversation-level dimensions, using an LLM judge validated against three-annotator consensus on 180 tutor turns. Bias is measured via paired Wilcoxon signed-rank tests and bootstrap effect-size confidence intervals. Two ablations (demographic cues conveyed through names; conflicting demographic information between tutor and student) disentangle tutor-driven from student-driven bias. Across five tutors, we find that model capability and demographic fairness are largely orthogonal: the smallest model is the most consistent while the four more capable tutors all exhibit wide demographic gaps with no clear capability-to-fairness ordering, pedagogy-specific RL training redistributes rather than removes bias, and language- and immigration-related cues produce larger gaps than gender- and SES-related cues.

Simulated students generated by computational models provide a practical way to evaluate tutoring strategies and pedagogical approaches used by human and AI tutors. However, such simulations should account for disengaged behaviors, including gaming the system, wheel-spinning, and off-task behavior, because tutors may need different responses for different learner states. We present Disengagement-Aware Student Simulators (DAS2), a reproducible pre-deployment protocol that models five learner-engagement states: engaged, gaming, wheel-spinning, off-task, and mixed, and evaluates AI tutor performance across these states. Using ASSISTments09, two coders independently labeled 100 sampled tutoring sessions based on anonymized interaction-log summaries. They achieved 84% agreement (Cohen's kappa = 0.78), and among agreed cases, human consensus labels matched DAS2 rule-based labels in 81% of cases (kappa = 0.75). Conditioning simulations on intended learner states reduced the correctness-rate gap between simulated and authentic sessions from 0.54 to 0.20 for gaming and from 0.51 to 0.18 for wheel-spinning. Fine-tuned Qwen2.5-7B better matched authentic response-time distributions, while prompt-only GPT-4o generated more distinguishable learner states. Evaluation of five AI tutors from the Claude, Llama, Gemini, Qwen, and GPT families showed that relative rankings remained stable across learner states and interaction lengths, while absolute performance varied, revealing state-specific differences in tutor support. Human validation further showed that automated tutor evaluation does not fully align with human judgment. DAS2 provides a pre-deployment framework for evaluating how AI tutors respond to diverse learner-engagement states before deployment.

We approach a cognitive simulation perspective on episodic and semantic memory in multiple-choice question answering by incorporating text from individual text corpora (ITC) into retrieval-augmented generation and DoRA fine-tuning. We web-crawl the search histories of 515 participants who answered 36 multiple-choice knowledge items and analyze a stratified subsample of 150 participants. For each participant, one DoRA adapter consolidates their ITC into a small language model (SLM) whose baseline correctness falls below the participants' lowest quartile. The adapter measurably writes the ITC into the weights: it fits its own participant's held-out text better than other participants' texts (dz =1.27), an individuality effect that increases with ITC size in rank order. On the generalized knowledge test, however, the adapter adds knowledge rather than alignment with the individual: log-loss match improves, whereas match accuracy under a bias-corrected PMI readout does not, and retrieval adds nothing on top. Our results demonstrate that ITCs can be consolidated into the weights of SLMs, an encouraging basis for individualized tutoring agents, and we discuss how to move from there toward a realistic simulation of episodic and semantic memory at the individual level.

Learning direct current circuit concepts requires learners to connect invisible physical quantities, such as current, voltage, resistance, and power, with observable outcomes such as bulb brightness. Conventional textbook materials and general-purpose circuit simulators provide opportunities for problem solving and exploration but offer limited support for explaining why circuit behavior changes or diagnosing the reasoning behind incorrect answers. We present CircuTutor, a circuit-state-driven intelligent tutoring system that transforms static textbook circuit problems into an interactive tutoring workflow. CircuTutor first uses multimodal problem parsing to extract the textbook question, circuit topology, component parameters, switch states, and answer options, which are converted into a structured task and validated through circuit simulation. Learners can then interactively explore the circuit (by changing parameters) and submit an answer while a SPICE-compatible solver computes physically consistent circuit states. After the learner submits an answer, CircuTutor presents a before-and-after circuit state animation corresponding to the selected operation, organizes the simulated state changes into a causal reasoning chain that explains the underlying circuit behavior, maps answer discrepancies to likely misconceptions, and generates adaptive follow-up exercises targeted at the diagnosed misconception. Our experimental results demonstrate that CircuTutor effectively improves conceptual learning and the overall learning experience. The proposed framework demonstrates how simulated circuit states can be transformed into intelligent and interactive tutoring for circuit education, with the potential to generalize to other STEM domains.

Artificial intelligence (AI) teaching assistants powered by large language models (LLMs) offer scalable educational support but often provide limited personalization. This study presents a prompt-engineering-based framework for personalizing general-purpose LLM/RAG-based AI teaching assistants such as Jill Watson across academic disciplines and courses. The framework adapts responses using six learner-specific dimensions: self-assessment, abstraction preference, verbosity preference, perceptual orientation, information processing style, and level of understanding, yielding 96 distinct learner profiles. Student queries are additionally analyzed using Bloom's Taxonomy to estimate cognitive complexity at the interaction level. Learner attributes and cognitive assessments are encoded in structured prompts that condition the LLM without requiring model retraining. The framework is evaluated through experiments using NLP metrics and a human study with five participants. Results show perceived differences in response style and structure across personalization conditions, with statistical analyses identifying learner attributes associated with measurable response changes. These findings provide preliminary evidence that prompt-based personalization can support adaptive behavior in LLM-powered educational agents.

Artificial intelligence is changing the form of applied English materials from fixed paper sequences to adaptive learning systems that can diagnose learners, recommend tasks, and provide formative feedback. This paper studies the structure and application of a new practical English textbook driven by artificial intelligence. A five-layer architecture is proposed: knowledge mapping, learner profiling, task generation, feedback orchestration, and teacher-side governance. A prototype was tested on 186 non-English-major undergraduates for eight weeks of teaching. Compared with a static digital textbook, the proposed system increased the unit completion accuracy from 72.4% to 84.9%, raised the average score for speaking tasks by 10.8 points, and reduced the teacher's correction time by 31.6%. Therefore, an AI-driven textbook can maintain the stability of the curriculum while providing personalised learning paths, rich practice materials and traceable classroom data.

AI tutors are most useful when they adapt to each student's strengths, weaknesses, and preferred guidance, but evidence about which guidance works for which student is sparse, slow, and costly to collect from real learners. Student simulators can provide this signal as a proxy, yet existing approaches are limited: state-tracking models fit student behavior but struggle to process explanations or corrections, while LLM role-play follows guidance fluently but does not reliably match the competence of the student being imitated. We present StudentSim, a training framework that turns sparse per-student data into individualized simulators through pooled training followed by per-student specialization. The resulting simulators both mirror a student's own responses and update them under tutor guidance. We also introduce StudentSimEval, a standardized protocol covering 60 students across chess, second-language English writing, and mathematics, using public learner datasets with de-identified records shared for research. StudentSimEval measures behavioral fidelity (F), or how well a simulator matches a student's responses, and guidance responsiveness (R), or how readily it updates under tutor guidance, with all methods fit and evaluated on the same records. Across all three domains, StudentSim outperforms GPT-5.4 on both metrics. In chess, StudentSim reaches F=0.51 and R=0.91, compared with 0.23 and 0.72 for GPT-5.4 and 0.45 and 0.27 for Maia2. As a proof of concept, using StudentSim as a reward model for tutor reinforcement learning produces a chess tutor that expert humans rate as more accurate, better-guided, and more personalized than a no-RL baseline and a tutor trained against a GPT-5.4 simulator reward. Code is available at https://github.com/microsoft/StudentSim.

Does unrestricted AI access bypass the cognitive effort required for learning, or does it streamline knowledge acquisition? This paper reports on a study where we compare three designs for user-AI interaction in a learning context: (1) an unrestricted conversational bot like ChatGPT, (2) a pedagogically constrained bot that guides through hints without giving final answers, which we refer to as the Socratic mode; and (3) a non-conversational adaptive tutoring system that adjusts difficulty in real-time based on the user's cognitive engagement derived from the brain signals. Fifty study participants were tasked with learning about nuclear safety protocols, a domain chosen for its zero-prior knowledge baseline. The participants progressed through an instructional video, a pre-test, an AI-driven assessment phase, which varied in the three conditions, and an immediate post-test. The nature of the questions centered primarily on factual knowledge acquisition, but it still required participants to have a global understanding of the concepts in order to answer the questions correctly. A Muse headband was used to derive the cognitive engagement of all users in all conditions. The unrestricted chatbot produced higher learning gains (delta) than both constrained modes (p < .03, d > 0.80), while the adaptive condition generated significantly higher EEG engagement (p = .018). The cluster analysis of chatbot usage and discussion patterns by users showed that most participants in the unrestricted-mode adopted a direct answer-retrieval strategy, while participants in the Socratic-mode initially attempted to reason through the hints before progressively disengaging. Consequently, this also suggests that the success of the unrestricted AI is not an evidence of deeper learning, but rather a result of the immediate post-test evaluation after the training phase.

Artificial intelligence tools for education and language support are increasingly framed as scalable responses to access gaps in under-resourced communities. Yet the infrastructure underlying these tools, including training corpora, tokenization schemes, evaluation benchmarks, and deployment architectures, can systematically disadvantage speakers of underrepresented languages before a model is trained. This paper examines these structural barriers through Bengali, one of the world's most widely spoken languages, focusing on AI-assisted education in low-connectivity environments. We identify four interlocking failures: a severe web presence gap, with Bengali accounting for less than 0.5% of global web content despite representing nearly 4% of the global population; a 67:1 training-token deficit between English and Bengali in major multilingual corpora; a tokenization penalty associated with Bengali's alphasyllabary script that compounds the data deficit through higher token fertility; and connectivity exclusion, with individual internet penetration at 36.5% in rural areas compared with 71.4% in urban areas. These failures reflect longstanding resource-allocation decisions, institutional priorities, and design defaults that did not center underrepresented languages in mainstream AI development. We argue that dataset scarcity should be understood as a structural barrier rather than an isolated technical limitation, and that offline-first design should be treated as an equity-oriented infrastructure strategy. We conclude with directions for linguistics and AI research aimed at reducing these structural inequalities.

Large language models are increasingly deployed as general-purpose educational and technical assistance systems, but their underlying infrastructure does not treat languages equally. One underexamined source of disparity is tokenization: semantically equivalent content can require substantially different token counts across languages, affecting API cost, latency, and usable context length before a model is invoked. We introduce the Tokenization Equity Audit (TEA), a reproducible benchmark for measuring tokenization premiums in technical tutoring content. TEA evaluates three widely used tokenizers, GPT-4o's o200k base, Qwen2.5-7B, and Mistral-7B, on a 120-item Python debugging corpus translated from English into Bengali, Hindi, Arabic, Tamil, and Yoruba. Bengali and Hindi serve as the primary validated cases, while the remaining languages provide exploratory cross-script and cross-family comparisons. Across this corpus, Bengali requires (1.56\times) as many GPT-4o tokens as English, reducing a nominal 128k-token context window to an effective 82k-token English-equivalent capacity for the same semantic content. With the Qwen2.5 and Mistral tokenizers, Bengali requires up to (4.5\times) the English token count. Yoruba, despite using the Latin script, exhibits the highest GPT-4o tokenization premium at (2.37\times), indicating that tokenization inequity cannot be explained by script family alone. These results demonstrate that tokenization can create measurable economic and functional barriers, highlighting the need to treat tokenization as an equity-relevant infrastructure layer for underserved language communities, particularly where educational systems depend on low-cost or offline-capable AI tools.

Many AI tutors leverage large language models (LLMs) today. Given that LLMs are opaque black boxes, robust evaluation and live experimentation to measure the impact of every change are essential. We pioneered AI-powered tutoring for K-12 with the launch of Khanmigo (Khan Academy, 2023). We describe the metrics we use to measure AI tutoring quality and student engagement as well as various experiments we have run. We highlight the changes that have moved our metrics, including models, prompting, personalization and agents.

Large language models (LLMs) are increasingly used as AI tutors, but a correct answer is not always a pedagogically appropriate one. In classroom learning, effective help depends not only on correctness, but also on whether a response matches the learner's current foundation, the course sequence, and the timing of concept introduction. Existing evaluations focus mainly on answer quality, leaving this instructional fit under-measured. We present the Pedagogical Suitability Index (PSI), a composite metric of six theory-informed sub-scores that evaluates how well LLM-generated tutoring responses align with learner readiness and curricular progression, and we further use PSI as a structured feedback signal for response improvement. We evaluate four LLM tutors (ChatGPT, Gemini, Gemma4, and Qwen3) across 240 scenario-based evaluations using paired standard and defective prompts, then apply a PSI-guided regeneration protocol to 62 weak-performing cases. Baseline differences across the four tested models were modest overall (PSI range: 0.557 to 0.638), and open-weight and closed models did not exhibit a clear separation in pedagogical fit. Under the tested prompt perturbations, overall PSI remained largely stable (Delta = -0.002), though sub-score trade-offs emerged. More importantly, PSI-guided feedback substantially improved weak-performing cases: 51 of 62 cases improved (82.3%). Focused manual evaluation of the 62 PSI-selected weak cases provides initial evidence that the identified weaknesses are instructionally meaningful and that many PSI-guided regenerations correspond to human-judged improvement. These results suggest that learner- and curriculum-aware alignment may matter more for effective tutoring than model category alone, and that such alignment is both measurable and improvable.

Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners. Effective ESL tutoring, however, requires more than fluent response generation: a tutor must select an appropriate pedagogical action based on learner behavior and dialogue context. Human-tutoring research offers principles for adaptive support, but they are often task-specific and remain insufficiently integrated into LLM-based ESL tutor training and evaluation. We present TACT (Taxonomy-Aligned Conversational Tutor), a human-grounded framework for post-training and evaluating pedagogically adaptive ESL tutors. Drawing on established literature, we develop two complementary taxonomies: the Tutor-Strategy Taxonomy with 13 tutor response strategies and the Student-Move Taxonomy characterizing learner behavior by move type and status. Using these taxonomies, we construct TACTCorpus, which enriches 260 authentic teacher-student conversations with 32,379 annotations and quality-controlled augmented training data. We then post-train Qwen3.5-4B through supervised fine-tuning followed by taxonomy-aligned Group Relative Policy Optimization, producing TACTutor and optimizing it for scaffolding quality rather than reference imitation alone. On TACTBench, a strategy-balanced diagnostic benchmark comprising 78 authentic tutoring contexts, TACTutor improves over its backbone by 20.30% and outperforms all evaluated proprietary baselines under the same protocol, while maintaining backbone performance on established external educational benchmarks; in a blinded study with 50 learners, it also receives the highest overall mean rating among the evaluated tutors. We release the data, benchmark, and model weights, providing an open foundation for developing pedagogically adaptive ESL tutors.

AGENTONOMICS is a framework that treats AI agents as economic entities that can be designed, managed, and governed through an integrated management architecture. Dr. AGENTONOMICS is its first application: a lecture agent developed in the context of the TUM course on AI agents in business administration. Conceived during the winter semester 2025/26 and first introduced to students in the summer semester 2026, it serves as a didactic experiment in which the agent is both the object that students study and the medium through which they learn and apply the framework. The current prototype is a web-based, retrieval-grounded tutor that explains AGENTONOMICS concepts and supports student questions. This report argues that the same system can grow beyond tutoring into three additional cumulative roles: an avatar lecturer that delivers multimodal instruction, a design consultant that guides students through the AGENTONOMICS Design & Management Reference Framework (ADMRF), and a meta-agent that helps construct the agents students have specified. These roles are cumulative because they share the same interface, intelligence layer, tools, knowledge base, and ecosystem connection, while an orchestrator selects the role-specific algorithm required for each task. We present the architecture of the prototype, outline its development roadmap, and discuss its implications for a polycentric AI economy. This report is intended to invite further discussion on how agents can teach, apply, and eventually reproduce the frameworks by which they are designed.

Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS). Yet tutoring is long-horizon, since a learner improves over days and weeks rather than in a single turn, and no benchmark evaluates an agent tutor across a sustained relationship. We introduce EduClaw-Bench, a benchmark that places an agent tutor in a continuous 30-day relationship with a simulated learner grounded in knowledge tracing (KT), whose knowledge-concept mastery, from a KT model trained on real-student data, drives its answers and is probed for learning gain across 55 scenarios. Each agent is scored on three primary axes (learning gain, responsiveness, and helpfulness) and two curriculum-design axes (Gagné and Rosenshine), with helpfulness and the curriculum axes judged by a cross-family panel of three LLM judges. Evaluating 10 agent adapters over three base-model tiers yields two findings that single-tier, single-session evaluation cannot reach. First, tutoring quality belongs to the base model and the agent harness together rather than either alone. Second, almost no combination sustains good tutoring over the full horizon. A calibration check ($\text{ECE}=0.049$) and a live-classroom field study confirm that the simulated learner and its measurements track reality. Our work is a step toward trustworthy AI tutors for future education.

Online education offers unprecedented scalability and accessibility to global learners from diverse backgrounds, but it often suffers from low engagement and poor long term learning effectiveness. To address these challenges, we introduce AI Tutor, a reinforcement learning based model designed to promote sustainable learning by optimizing both short and longterm learning outcomes. In the short term, AI-Tutor draws on cognitive theory to guide learners through a balance of acquiring new knowledge and reinforcing prior learning. In the long term, it models learner engagement to inform strategies that sustain motivation and reduce dropout. These enhancements enable AI-Tutor to provide personalized guidance that fosters both effective learning and sustained participation. Empirical evaluations on 23 million learning records from 33,700 learners show that AI Tutor consistently outperforms state-of-the-art baselines across engagement, knowledge retention, and final learning outcomes. Learning path analyses further reveal how AI-Tutor adapts its strategies to learners with diverse profiles, offering adaptive and human-centered support.

Heterogeneous computed tomography (CT) acquisitions and diverse downstream task requirements limit the transferability of fixed data preparation workflows across data sources and tasks. Existing approaches typically rely on manually designed or dataset-specific rules, making it difficult to accommodate changes in acquisition conditions and analytical objectives without manual intervention. Large language model (LLM)-based agents have shown promise for automating medical workflows, yet their potential for adaptive CT data preparation remains largely unexplored. To bridge this gap, we propose CT-PrepAgent, which enables adaptive CT data preparation through a bounded policy and controlled deterministic execution. Deterministic inspection constructs structured data--task profiles, from which a policy decides an eligible DICOM series or predefined preprocessing profile, while the controlled execution flow guards, resolves, executes, and verifies the decision with bounded recovery when enabled and safe quarantine otherwise. Across three public CT segmentation tasks, CT-PrepAgent derived data-task adaptive preprocessing decisions and achieved the highest macro-average Dice. On two private raw-DICOM cohorts, CT-PrepAgent increased verified output yield from 61.7% to 70.0% and yielded similar registration metrics on common verified outputs. Controlled fault and replay tests validate bounded recovery, safe quarantine, and policy-free replay under tested fault and drift settings.

The widespread adoption of generative AI enables students to outsource cognitive effort to increasingly capable assistants, creating an illusion of competence while undermining the independent reasoning that education aims to cultivate. We investigate whether adversarial machine learning can be repurposed to protect educational exercises against such corrosive reliance. Our approach uses multimodal multiple-choice questions whose visual components can be protected with subtle visual perturbations that steer AI solvers toward designated incorrect answers. These responses form a statistical fingerprint: students who blindly copy a solver reproduce the induced answer pattern more frequently than genuine students. We study the feasibility of this paradigm under realistic black-box assistant assumptions using three of the most common state-of-the-art multimodal language models: Anthropic's Claude, Google's Gemini, and OpenAI's ChatGPT. By using accessible surrogate models, we optimize adversarial perturbations that induce consistent response patterns. Those patterns enable principled detection through statistical hypothesis testing. These findings establish both the promise and the limitations of fighting machine-assisted reasoning with the vulnerabilities of the machines themselves.

LLM tutoring poses a measurement problem: can a general-purpose helpfulness rubric distinguish direct answer-giving from pedagogical guidance? We audit this signal in a pre-registered study. Within each of three tutor bases, we compare conversational and pedagogical policies instantiated with the same underlying model and paired with one fixed weak simulated student. Deterministic detectors measure answer leakage and next-turn independent work. Claude Opus 4.8 is the frozen, condition-blind primary judge. After the Opus scores were fixed, GPT-5.6 Sol was prospectively specified for a post hoc robustness audit of the same 1,179 confirmatory answer-phase tutor turns under the frozen helpfulness and pedagogy rubrics. On the primary base under Opus, the policies do not differ significantly in helpfulness but are perfectly rank-separated under the pedagogy rubric (Cliff's $|δ|{=}0.10$ vs. $1.0$). Across the two judges, pedagogy contrasts retain their direction where detected, whereas the helpfulness ordering is judge-contingent, reversing between judges on two of three bases. In an Opus-only ablation, seven primary-base policies span $2.3$ points in mean judged pedagogy within a $0.25$-point band of mean judged helpfulness. Separately, answer-revealing turns are followed by less independent student work on every base, a result that is judge-invariant by construction. In this controlled setting, general-purpose helpfulness is not a reliable pedagogy signal. Tutor evaluation should pair pedagogy-targeted rubrics with deterministic process measures.

Psychotherapists need repeated training and supervision; however, scalability is problematic. We present MyMentorLLM, a multimodal voice- and text-based deliberate-practice environment with 2,100 complete Cognitive Behavioural Therapy (CBT) sessions. Each session links a DSM-5-TR-grounded LLM patient (with major depressive, generalised anxiety or borderline personality disorder), an LLM therapist-in-training and an LLM expert supervisor (powered by Gemma-4, Gemini-3.1-Flash-Live and Qwen-3.6). Sessions were analysed for emotional dynamics, therapeutic competence and diagnostic accuracy against human psychotherapy data. Simulated patients expressed disorder-congruent emotional profiles, which therapists mirrored as in human counselling. LLM trainee competence was rated above human levels in most conditions, while native speech-to-speech was closest to human scores. Supervisor feedback improved diagnostic accuracy in 5 of 7 LLM conditions, whereas symptom identification accuracy increased with model size. This work shows deliberate practice can be simulated for CBT training, although patient fidelity, supervisor calibration and harmful feedback require evaluation via a complex systems perspective.

This paper presents Mwando, a virtual educational assistant designed to support the teaching and preservation of shiKomori, the language of the Comoros Islands. The system covers the four main dialectal variants (shiNgazidja, shiMwali, shiNdzuani and shiMaore) through a knowledge base constructed from phrases, proverbs, dictionaries and grammar lessons. A multi-agent architecture combining vector search, a knowledge graph and web search fallback enables accurate and context-aware responses. Evaluation on 500 queries demonstrates strong performance on vocabulary lookup and grammar explanations, while qualitative case studies illustrate both capabilities and current limitations. This work represents an initial step toward computational support for shiKomori and provides a blueprint for developing AI-powered educational tools for other low-resource languages.

Generative social robots (GSRs) powered by large language models offer new possibilities for personalized tutoring in higher education, but also introduce risks related to misinformation, missing transparency, or reinforcing incorrect student responses. Prior work identified knowledge-based design (KBD) requirements that define the informational prerequisites for GSRs to manifest responsible and effective tutoring behavior in higher education. In this paper, we operationalized selected KBD requirements in the Reachy Mini robot platform through system prompting, retrieval-augmented generation, and stateful prompt orchestration. As a result, we present Teachy Mini, a GSR tutoring system that was developed using KBD. To test the system, we conducted a preliminary evaluation study. Participants (N = 24) completed a robot-guided learning session about research methodologies. They learned either with Teachy Mini or with a control version that did not follow KBD principles. Teachy Mini was perceived as significantly more aligned with responsible tutoring behavior than the control robot. Moreover, a manipulation check illustrated that Teachy Mini used personalization, slide-grounded explanations, Socratic questioning, affective support, and learner-anchored feedback more consistently than the control robot. No significant between-condition differences were found in system acceptance, intrinsic motivation, or learning effectiveness, although exploratory analyses suggested a positive effect of KBD on objective learning gains when accounting for learner preferences. Overall, the study offered an initial implementation and preliminary evaluation of KBD for GSR tutoring, indicating that KBD can shape responsible robot behavior and potentially increase learning effectiveness in robot-supported learning.

Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems. While guidance from AI assistants can scaffold thinking and foster learning, such benefits depend on how they help--for instance, intervening too early or too frequently may hinder true learning and cognitive engagement. Yet how AI systems navigate intervention decisions during problem-solving remains poorly understood. Here, we introduce Int-Bench, a simulation-based benchmark for evaluating LLM interventions during learning. Int-Bench simulates a "student" solving a problem while a "teacher" monitors the student's reasoning and decides whether, when, and how to intervene. Across three domains--code debugging, mathematics, and brain teasers--we evaluate LLM teachers on the frequency and timing of interventions, as well as their impact on both immediate task success and generalization to new problems. We also compare LLMs to humans, finding that LLMs intervene more frequently and earlier than humans. Moreover, in contrast to humans, they tend to provide complete solutions rather than targeted hints. These findings suggest that current LLM assistants often optimize for short-term success rather than supporting the reasoning processes needed for deeper learning and long-term success.

Reinforcement learning (RL) on open-ended tasks compresses an LLM's rubric-based evaluation into a scalar reward, discarding rich textual feedback and conflating responses with distinct quality profiles. We propose Experiential Learning (EL), which repurposes the feedback model from an LLM-as-a-Judge into an LLM-as-a-Coach. The coach distills its assessment of each on-policy response into transferable experiential knowledge, which conditions a teacher model and is internalized by the policy through on-policy context distillation. Compared with scalar rewards, this higher-bandwidth feedback channel provides dense supervision and preserves fine-grained preferences among high-quality responses. Across two policy families, with feedback from the policy itself or a proprietary model, EL consistently outperforms rubric-based RL on held-out and unseen open-ended tasks. Notably, EL generalizes better beyond the training distribution, and mitigates reward hacking. These findings establish experiential knowledge as a richer and more generalizable learning signal for post-training on non-verifiable tasks.

Access to potable water is crucial for health, economic development, and sustainability. However, accurately classifying water quality remains a significant challenge due to the complexity and variability of water source data. This paper addresses the challenge of predicting water potability through machine learning and deep learning algorithms. It introduces a novel feature augmentation algorithm, AquaAugmentor, to enhance the predictive performance of these models for low-dimensional datasets. Utilizing a dataset that includes chemical attributes of water, such as pH, hardness, solids, chloramines, sulfate, and others. This study evaluates the performance of the models with and without AquaAugmentor. Each model applied to classify water as potable or non-potable and its performance is then evaluated and compared based on test accuracy and AUC score. The results highlight the strengths and limitations of our proposed algorithm, providing insights into the most effective techniques for improving the predictive performance of water quality classification. This study contributes to the broader efforts of ensuring safe water access and serves as a framework for employing machine learning in environmental quality assessments. The findings aim to assist researchers, policymakers, and public health officials in making informed decisions based on reliable machine learning predictions.

This paper is an extension of a paper presented at the ICAART 2026 conference, which introduced LEA (Learning Engagement Assistant), an adaptive AI tutoring agent combining course-specific Retrieval-Augmented Generation (RAG) with structured Knowledge Component (KC) models across integrated Chat, Tutor, and Quiz modes. That prior work validated LEA on a single STEM course (CMP511) exclusively through simulation, using synthetic learner agents. This paper extends that work by reporting the first classroom deployment of LEA with real students (n = 8, CMP511) and the first empirical test of its cross-course scalability, deploying the system across three courses spanning two academic levels and two disciplinary domains. The study reveals a divergence from simulation predictions across modes, showing that synthetic evaluation alone cannot anticipate all aspects of real deployment. A RAGAS-based cross-course scalability evaluation (660 questions) finds Answer Relevancy and Context Precision broadly stable across courses (0.88-0.94 and 0.88-0.90 respectively), while Faithfulness declines with curriculum distance from the system's original course (0.69 to 0.50), a preliminary finding that may reflect generation logic tuned to the system's original subject rather than a scalability limitation. These findings suggest that while the orchestration layer requires no modification, full course-agnosticism of all downstream components requires further investigation.

As Large Language Models (LLMs) are increasingly deployed as conversational tutors, they risk institutionalizing systemic inequalities. This study presents a systematic API audit of four LLMs acting as history tutors, evaluating 1,800 responses regarding the 1989 Romanian Revolution across five student personas varying by ethnicity and socio-economic tier. We uncover four interconnected patterns of \emph{epistemic paternalism}: (1)\textbf{Differential Refusal}, where safety-aligned models block 76.7% of educational requests from low-tier students; (2)\textbf{Epistemic Gatekeeping}, evidenced by a 3$\times$ reduction in access to geopolitical complexity (e.g., the contested ``coup theory'') for marginalized learners; (3)\textbf{Agency Theft}, a lexical shift where models like LLaMA produce a 5$\times$ higher victimization-to-politics vocabulary ratio for Roma students compared to elite peers; and (4)\textbf{Elite Hermeneutics}, where AI tutors disproportionately withhold epistemic confidence and justification scores from low-resource demographic profiles. We argue that current safety alignment acts as a paternalistic filter, transforming conversational AI into agents of narrative segregation -- a manifestation of \emph{hermeneutical injustice} in Fricker's~\cite{fricker2007} sense that demands urgent pedagogical auditing.

The rapid integration of Large Language Models (LLMs) into K-12 and higher education has outpaced the development of reliable methods for evaluating their pedagogical quality. As the research community starts to explore the space of automating evaluation of AI tutors, we introduce FATE (FLC AI Tutor Evaluator), a specialized 8B-parameter language model designed to evaluate AI tutors. Aligned with the four core evaluation tracks from the BEA 2025 Shared Task, our model assesses pedagogical ability across Mistake Identification, Mistake Location, Guidance, and Actionability. Because pedagogical evaluation is a specialized task with limited labeled data, we leverage knowledge distillation from a frontier LLM to generate additional supervision, yielding absolute performance gains up to 22.63 percentage points. Finally, we demonstrate FATE's utility as an automated evaluator by benchmarking instructional responses generated by popular commercial models, including ChatGPT, Claude, Gemini, and DeepSeek. On average, we have found that Gemini 2.5 Flash perfomed best (82.88%), then ChatGPT 5.5 Instant (80.75%), followed by DeepSeek V4 Flash (80.13%) and Claude Sonnet 4.6 (74.00%).

Prompt engineering has emerged as a critical yet undertaught skill for software developers, one that traditional learning approaches are ill-equipped to support given its evolving, interactive, and context-dependent nature. In this paper, we introduce Prompt Coach (PC), an agentic tutor that helps developers learn how to craft high-quality code-generation prompts through Socratic guidance embedded in-flow within their IDE. PC evaluates prompt quality across multiple dimensions and surfaces targeted questions to guide self-correction, grounded in the developer's codebase and the behavior of the target LLM. We present an early empirical study with 15 professional developers combining quantitative prompt quality scoring with qualitative perception measures. Participants showed statistically significant improvements after a single 60-minute session, with the largest gains across dimensions commonly overlooked by developers. They also reported strong trust, high adoption readiness, and unanimous agreement that PC improved their prompt-writing skills.

Large language models are increasingly explored as AI tutors, yet deploying them in K-12 settings raises concerns around privacy, cost, and reliance on proprietary models. Small language models (SLMs) offer a promising alternative, but selecting the right model for a specific educational context remains difficult, particularly when the target domain, such as block-based programming, is largely absent from model training data. We introduce CSTutorBench, a benchmark for evaluating language models as CS tutors in VEX VR, a block-based robotics environment. The benchmark comprises 17 scenario-based questions scored against a pedagogical rubric grounded in established tutoring and feedback research, with a human-in-the-loop LLM-as-judge pipeline for evaluation. Preliminary findings across 11 models (4B-120B parameters) reveal that models perform well on surface-level criteria such as vocabulary and tone but struggle with deeper pedagogical behaviors, particularly avoiding answer leakage and engaging with student debugging histories. In our sample, model family and instruction-tuning approach appear to be better predictors of tutoring quality than parameter count alone, though the small number of models limits the strength of this conclusion. A targeted prompt revision grounded in recent educational prompt engineering research improved scores for 10 of 11 models. These results underscore the value of context-specific, pedagogically grounded benchmarks for SLM selection in educational deployment.

Large language model (LLM) tutors often produce fluent step-by-step explanations, but a correct and pedagogically formatted response does not guarantee that the answer was derived from the student-facing problem. In realistic tutoring systems, the model may also have access to teacher notes, answer keys, rubrics, or retrieved solution artifacts. We study whether such private answer information can make tutor explanations answer-driven: the final answer is behaviorally available before the written explanation has justified it. Using Truncated Reasoning AUC Evaluation (TRACE), which probes how early a chain-of-thought prefix can pass a verifier, we evaluate 1000 GSM8K test problems under three paired tutoring contexts: question-only, correct answer-key, and wrong answer-key. At fixed fractions of each generated explanation, we force the model to answer immediately and verify the response against the gold numeric answer. With Qwen2.5-3B-Instruct, answer-key access raises median TRACE AUC from 0.375 to 0.900 and makes the gold answer available at the first 10% prefix in 997 of 1000 cases. The effect remains strong on the 746 examples where both question-only and answer-key explanations end with the correct answer. These results support truncated CoT auditing as a lightweight process-level diagnostic for answer-driven reasoning in math tutoring explanations.

Reinforcement learning (RL) for non-verifiable instruction following increasingly relies on LLM judges with prompt-specific rubrics as reward signals. While recent methods adapt these rubrics to the evolving policy during training, the training prompts themselves remain static, drawn from fixed corpora. This static approach often results in a critical misalignment between prompt difficulty and policy capability, leaving the judge unable to recover a discriminative reward signal when prompts fail to elicit quality variance among rollouts. To address this misalignment, we introduce LLM-as-a-Tutor, a framework that extends the LLM's role from judge to tutor: a single model serves as an examiner that pairwise-compares policy rollouts to detect non-challenging prompts, and as a generator that appends atomic constraints to them. This append-only design monotonically raises difficulty in step with the policy's capability, producing a self-calibrating training signal without external difficulty schedules. On three complex instruction-following benchmarks, our method consistently outperforms both policy-unaware baselines and prior policy-adaptive methods that adapt rubrics or rewrite prompts, suggesting prompt adaptation as a missing axis of policy-awareness in non-verifiable RL.

While Large Language Models (LLMs) can provide personalized support in learning, several studies have raised concerns regarding their use in education. Importantly, learning depends on how students engage with LLMs. This study examined how two types of LLM-based tutors shape students' prompting practices, learning, and subsequent LLM-use: a Socratic-Guidance (SG) tutor, which structures interaction through dialogic questioning, and a Prompt-Refinement (PR) tutor that guides the formulation of effective prompts. We conducted a two-phase study in a graduate-level mobile robotics course: 66 students used either the SG or PR tutor during a 6-week intervention, followed by 52 students using an unconstrained LLM during a 3-week course project. Results show that while the SG- and PR tutors led to similar task performance and prompting patterns during guided use, they differ in learning outcomes and later LLM-use. SG-students, relative to PR-student, achieved higher learning gains in later sessions, and were more likely to adopt understanding-driven prompting strategies, which are predictive of higher understanding, when using an unconstrained LLM. Although learners perceived the SG tutor as less efficient, the findings suggest that Socratic guidance supports the development of students' capacity to learn with LLMs over time, highlighting its importance for LLM tutor design.

Agents are increasingly capable of automating software tasks, but can they teach humans how to use software themselves? We introduce DigitalCoach, a multimodal dataset of 72 human expert-novice computer use coaching sessions consisting of 22,752 dialogue turns grounded in 28.1 hours of screen and input event recordings across five software applications. We use DigitalCoach to evaluate whether state-of-the-art models can teach humans how to use computers. Automated evaluation shows that models differ from humans in how they coach: models provide more direct instructions, but fewer explanations, error diagnoses, and knowledge-check questions. When we fix the coaching method, models produce utterances similar to human references yet poorly grounded in visual context. Interactive evaluation confirms that model coaches cause learners to passively follow instructions without deeper engagement and fall short in visual grounding. DigitalCoach lays a foundation for collaborative and proactive computer use coaching agents. Data and code are available at https://project-digital-coach.vercel.app.

With rapidly improving capabilities, Large Language Models (LLMs) are increasingly used in many complex real-world tasks. Beyond requiring in-depth knowledge and reasoning skills, many of these tasks exhibit a high degree of subjectivity and require that the outputs of the model can be trusted. While a lot of progress has been made to train better models, decision-making algorithms have received less attention. In this work, we present and evaluate various uncertainty-aware decision-making algorithms based on Bayesian decision theory and risk-averse decision making on the tasks of tutoring and automatic peer reviewing. Concretely, we take uncertainty over tutoring strategies and review scores into account when generating a tutor response or review and use conformal prediction to provide guarantees over strategy and score. We find empirically that these algorithms can improve the utility of the generations but need to be carefully implemented when ambiguity is high. For example, risk-averse rules can degrade performance by optimizing for generic outputs, while Bayesian methods tend to perform better. Our work uses techniques from decision theory to improve LLM-based decision-making and outlines open challenges for the community.

Automated feedback systems that rely on answer correctness will reinforce, rather than address, misconceptions when students reach the correct answer through flawed reasoning. We investigate automatic detection of these hidden misconceptions using 20,964 real student responses from the Eedi mathematics platform. Fine-tuned classifiers detect only 57% of these hidden misconceptions, and standard ML interventions do not improve on this. An open-weight reasoning model detects 84%, but at realistic prevalence, false alarms outnumber genuine detections roughly 8 to 1. We present a graduated assessment rubric that separates answer correctness from method validity, and propose a detect-verify-escalate pipeline that routes uncertain cases to diagnostic follow-up questions rather than directly to teachers. Two deployment modes adapt the pipeline: a teacher dashboard where the system filters a review queue, and an autonomous tutor where flags trigger low-cost formative follow-up.

Large Language Models (LLMs) provide a new opportunity to study how language shapes exploratory cognition because conversational strategies can be systematically manipulated at inference time. We introduce CURIOBOT, a framework that operationalizes Berlyne's collative variables, novelty, complexity, conflict, and uncertainty, as adaptive linguistic interventions for conversational tutoring. Across 270 tutoring conversations spanning multiple model families, domains, and topic complexity levels, curiosity-oriented interventions consistently increased exploratory learner behaviors, producing up to 2.4x more conversational turns under fixed time budgets. To measure these effects, we further introduce a learner-centered evaluation framework capturing exploratory questioning, conversational agency, productive struggle, and observable curiosity. Learner-side gains persisted even when tutor-side instructional quality remained unchanged, suggesting that curiosity functions as a partially independent interaction-level mechanism. More broadly, our results demonstrate that LLM-mediated dialogue can serve as a scalable experimental framework for studying how language shapes exploratory learning behavior.

Collaborative Problem Solving (CPS) is a core skill in education, where the process of peer interaction is highly important. However, existing educational dialogue datasets mostly focus on classroom instruction or tutoring (i.e., teacher/tutor-student interaction), yet datasets centering small-group, student-student interaction are limited. This thus leaves research with limited resources for studying how students interact, coordinate, and solve problems together in real educational settings. To address this, we introduce PeerMathDial, the first dataset of peer CPS dialogues collected from authentic middle school math classrooms. It contains 55 dialogues from 27 students, totaling 6,406 turns. To facilitate research on CPS discourse analysis, we further build a corpus-grounded dialogue act taxonomy assisted by LLMs. Using the dataset and the dialogue act taxonomy, we demonstrate the practical applications of PeerMathDial across three use cases. First, we track how dialogues evolve over time and measure the impact of teacher interventions. Second, we align dialogue actions with student surveys to reveal the connection between students' traits (e.g., confidence, leadership) and their actual behaviors. Third, by evaluating LLMs on dialogue act prediction, we glimpse at the potential of LLMs for student simulation in educational applications. Our dataset and source code will be released to the community.

Large language models have strong potential for use in intelligent tutoring systems, but they often fail to follow effective pedagogical strategies, such as guiding students without revealing final answers. We study the application of a two-stage alignment pipeline for math mistake remediation, combining supervised fine-tuning on tutoring dialogs with Direct Preference Optimization on synthetic preference pairs. We construct a dataset that integrates existing tutoring corpora with synthetic data generated along pedagogical dimensions, such as scaffolding and factuality, and study different input configurations that incorporate solution correctness and gold answers. Experiments show that this approach improves both factual accuracy and pedagogical quality over base models and existing tutoring models. Human evaluation further indicates that our best model is competitive with a strong proprietary baseline, while providing additional benefits in terms of openness, transparency, and reproducibility. Our results highlight the effectiveness of preference-based pedagogical alignment, while also revealing challenges in reliably evaluating tutoring quality.

LLMs can personalize education, although current static-prompt tutoring systems struggle to adapt to diverse academic disciplines. We develop and test a system with subject-aware prompting, based on 14 pedagogical features (e.g., tutor scaffolding, student understanding) extracted from raw transcripts. We first train a prompt routing model in a simulation environment, and then deploy it for online adaptation with actual high-school students. The simulation benchmark shows the router outperforming two static baselines ($0.694$ vs. $0.647$ and $0.64$, $p<0.001$). A/B testing ($N=656$ conversations from 359 students) shows sim-to-real transfer where the model switches from analytical to scaffolding learning strategies. Our adaptive prompt selection mechanism improves instructional efficiency, maintains pedagogical quality and reduces interactions by around 3 turns ($p=0.007$). While a greedy router achieves a comparable exercise conversion rate with the baseline ($19.1\%$ vs. $19.6\%$), a stochastic router that samples strategies leads to a higher conversion rate ($28.1\%$).

Infants are well known to develop their motor skills through dense interaction with caregivers. Although such social interaction is crucial for human development, motor-skill learning in robots is often treated as a unidirectional process in which robots passively receive demonstrations from tutors. This overlooks a key property of social interaction: it is inherently bidirectional, with tutor and learner dynamically adapting to each other. In such interactions, the robot's past experiences may function as prior constraints that shape the dynamics of their co-developed trajectories. We hypothesize that bidirectional tutoring allows such constraints to guide the formation of consistent behavioral patterns that preserve behavioral coherence and support generalization, whereas unidirectional interaction lacks such constraints and leads to broader, less consistent behavioral patterns. To examine this hypothesis, we conducted two experiments with a physical humanoid robot performing an object manipulation task: one involving human-robot interaction and another employing an AI tutor interacting with the real robot through an adaptive intervention mechanism designed to examine whether similar effects would emerge under more controlled conditions. We implement the developmental learning framework using a free-energy-principle-based neural network extended with generative replay, which supports stable sequence-by-sequence learning from single tutored episodes. Across both settings, bidirectional tutoring fostered consistent behaviors and stage-wise generalization, while the robot gradually required less tutor guidance. These results suggest that bidirectional tutoring, as an embodied and socially grounded approach, provides an effective scaffold for developmental motor learning in robots.

The advent of Generative Artificial Intelligence (GenAI), and in particular Large Language Models (LLMs), is reshaping educational practice, while intensifying ethical debate about its adoption. To date, the dominant paradigm remains cloud-based and text-only chatbot: a centralized service that offers limited pedagogical control, weak transparency over knowledge sources, and non-trivial risks for privacy and regulatory compliance. This model also presumes continuous connectivity and recurring API costs, creating structural barriers for many institutions, reinforcing existing digital divides. At the same time, educational interaction with LLM can benefit from multimodal cues and embodied presence, requiring interfaces that move beyond text-only tutoring. In this work, we propose ELEVATE (Efficient LLM Education with Virtual Avatar Teaching Engine), a framework to develop efficient GenAI-driven avatar tutors governed by epistemic infrastructures. ELEVATE integrates LLM-driven dialogue with embodied 3D avatars for multimodal interaction and adopts a local-first execution model enabling deployment on consumer-grade hardware. The framework formalizes a three-stratum design that separates (i) a student-facing virtual avatar interaction layer, (ii) a local GenAI execution and multimodal synthesis core, and (iii) a teacher-facing governance layer. We implemented and evaluated a working prototype deployed in a real-world educational curriculum. The system runs on standard PCs and smartphones, and we provide system-level performance evidence to show responsive interaction under realistic hardware constraints. Finally, we discuss sociotechnical and pedagogical implications for responsible adoption, positioning ELEVATE as a scalable pathway for privacy-preserving and inclusive GenAI tutoring across heterogeneous school environments.

There exist numerous tutor training platforms. However, few provide AI-driven training and evaluation for human tutors based on real-life performance. We present an AI-driven system that assesses both open responses during training and authentic real-life tutoring. Unlike platforms that only assess learning through online training or simulations, our system utilizes Generative AI (Gemini-2.5-pro) to analyze transcriptions of authentic tutoring, measuring the transfer of tutor skills to real-life application. Human tutors instructing students remotely in math (N=86) completed six scenario-based lessons, averaging a significant 7.4% learning gain. Using mixed-effects models across 405 session-to-lesson pairs, we found that training performance significantly predicted real-life transcript scores with an effect size of 0.25 SD. Model comparison (AIC/BIC) indicated averaging open response and multiple choice performance during training predicted real-life tutor performance best, although open responses were comparatively more predictive. Exploratory analysis showed that after training, tutors were significantly more likely to encounter pedagogical opportunities to apply their skills (61.1% to 68.9%) and demonstrated higher execution quality within those opportunities (65.5% to 68.1%). Interrupted time series analysis suggested that these tutor improvements were part of a gradual trend over time rather than an immediate intervention effect of training. We illustrate an AI-driven method to link tutor training with real-life assessment. In doing so, we contribute open datasets, AI prompts, and scoring rubrics to support transparency and reproducibility.

Generative AI tutors provide real-time, personalized learning support, but also create a new education inequity: students with access to premium AI services may receive clearer explanations, more personalized guidance, and better scaffolding than students limited to free or low-cost services. To address this challenge, we propose FairTutor, an equity-aware model-routing framework that achieves cost-effective AI tutoring via pedagogically motivated multi-agent orchestration. FairTutor combines query analysis, pedagogical planning, low-cost model generation, evaluator-guided critique and revision, and selective escalation to premium AI models. We introduce access-tier AI Education (AIED) Advantage Gap to measure the quality difference between premium-access and budget-constrained tutoring, and TutorAccessEval, a benchmark spanning math, reading, writing, science, and language learning. Empirical evaluations show that FairTutor achieves 97.1% of premium pedagogical quality (in floor-adjusted Likert scale) while reducing serving cost by 71.6%. Sensitivity analysis reveals a tunable cost--quality Pareto frontier, enabling FairTutor to be tailored to the needs of diverse student populations.

Effective personalized AI-assisted learning demands systems that can not only generate accurate learner-specific educational materials, but also dynamically adapt their instruction to diverse learners. However, existing educational agents have primarily focused on lecture content automation and simulations, which often fall short of modelling multimodal and embodied instructional methods tailored for the individual learner. To this end, we propose LectūraAgents - a multi-agent framework that enables personalized learning through end-to-end adaptive embodied teaching. At its core, LectūraAgents mirrors a professor-student relationship, in which a ProfessorAgent leads a collaborative team of specialized subordinate agents through research, planning, review, and embodied delivery of lecture contents that adapt to a learner's needs. The framework offers three main contributions: (1) a hierarchical multi-agent architecture for end-to-end personalized learning; (2) an adaptive embodied teaching mechanism, wherein the ProfessorAgent executes visible and pedagogically motivated teaching actions (e.g., handwrite, highlight, underline, etc.) over contents in a teaching environment; and (3) a Teaching Action-Speech Alignment (TASA) algorithm that employs salience-based heuristics and temporal semantic segmentation to generate coherent teaching action sequences aligned with learner profiles. We evaluate LectūraAgents on diverse courses at high school, undergraduate, and graduate levels using sample-specific rubric-based analysis; with generated lecture materials and teaching actions assessed and validated by expert educators. Experimental results show consistent gains in lecture content quality, embodied teaching quality, assessment, and personalization over existing approaches, positioning LectūraAgents as a pedagogically well-grounded framework for personalized learning at scale.

Large language models are increasingly proposed as educational tutors, yet stronger task-solving ability does not necessarily imply stronger learning support. Motivated by recent calls to measure the social impact of NLP systems in practice, we study whether public LLM tutoring benchmarks distinguish learning-supportive behavior from mere answer production. We propose a lightweight diagnostic based on the gap between solving-oriented and pedagogy-oriented benchmark performance. Using public MathTutorBench leaderboard results, we show that these dimensions are only partially aligned: across eight publicly reported models, the correlation between solving and pedagogy composites is 0.421, and several models shift meaningfully in rank when evaluation moves from solving to pedagogy. We then analyze the public TutorBench sample and show that agency-relevant behaviors are explicitly encoded in benchmark rubrics, especially in active-learning settings that reward guiding questions, calibrated hints, and non-disclosive scaffolding. Together, these findings suggest that educational-impact evaluation should not treat task success as a sufficient proxy for learning support. We argue that public tutoring benchmarks can better support positive-impact evaluation by reporting solving-oriented and pedagogy-oriented scores separately and by making disclosure-sensitive, student-agency-preserving criteria more explicit.

A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution. Alignment and evaluation methods for embedding scaffolding behaviour into chatbots, however, rest on an implicit assumption: that students will take up the scaffolding and engage in the conversation. To examine whether this assumption holds, we introduce an evaluation pipeline around two metrics - Chatbot Scaffolding and Student Uptake - and apply them across nine datasets of 9,490 chats, spanning AI tutor benchmarks and real-world deployments of educational chatbots. Our analysis reveals that while benchmarks assume a high-scaffolding, high-student-uptake environment, students in real-world settings exhibit lower levels of uptake overall - frequently bypassing the chatbot's pedagogical framing to drive the interaction toward their own learning goals at little interpersonal cost. We argue that bypassing scaffolding is not necessarily detrimental; rather, it frequently highlights a mismatch between a chatbot's pedagogical framing and the student's learning goals. To meaningfully evaluate the effectiveness of a chatbot's assistance, future benchmarks must move beyond the assumption that students will simply take up the scaffolding, and instead evaluate how these chatbots navigate diverse learning contexts and student-driven interaction patterns.

We study multi-domain LLM training in which two models, each stronger in a different domain, co-evolve by tutoring each other through on-policy feedback. Unlike one-way distillation or single-model fine-tuning, our goal is mutual Pareto improvement: each model improves across domains without losing its original strength. To this end, we propose On-Policy Co-Distillation (OPCoD), where each student's self-distillation is conditioned on its own correct rollout and feedback from its peer. To make feedback exchange effective, OPCoD uses cognizance-based gating to decide when to give feedback and feedback anchoring to ground feedback in the problem. On Science Q&A tasks, OPCoD consistently outperforms baselines and achieves Pareto improvement across all evaluated domain pairs and students.

Large Language Model (LLM) based AI educational content generation systems are increasingly being developed, yet no standardised benchmark exists to systematically evaluate them. This study introduces LessonBench-V1, a benchmark dataset comprising 647 human-written lessons paired with LLM-based reverse-engineered lesson plans across 240 STEM topics spanning mathematics, physics, chemistry, and computer science. The lessons are drawn from 97 trusted open sources, including LibreTexts, Brilliant.org and GeeksForGeeks. Each lesson plan is human-reviewed and produced through a pedagogically grounded methodology that synthesises Bloom's Taxonomy, Gagné's Events, Merrill's First Principles, and the 5E Instructional Model. The lesson plans capture 3,620 learning objectives with pedagogical metadata, enabling systematic, reproducible evaluation of lesson-generation AI agents and supporting further research. The study further proposes a three-dimensional evaluation pipeline for use with the dataset.

Geometry problem generation is useful for AI-assisted education and multimodal mathematical reasoning, but reliable synthesis remains difficult because the problem statement, diagram, constraints, and solution should be mutually consistent. Existing methods often trade off controllability and reliability: seed-based rewriting is flexible but weakly verifiable, whereas diagram-first construction improves validity but is less suited to arbitrary user-specified constraints. We introduce VeriGeo, a controllable geometry generation framework grounded in executable reasoning traces. Given user constraints such as target concepts and difficulty, an Author agent generates a problem and diagram, and a Solver agent produces a proof-aligned solution. Both agents use a shared action sequence that connects natural language, diagrams, geometric constraints, and proof steps into a verifiable representation. A three-stage pipeline checks numerical consistency, analytical realizability, and global consistency, using verification-guided reflection to repair recoverable failures and reject unrecoverable ones. Across five LLM backbones, raw generations frequently fail these checks, while VeriGeo repairs a substantial fraction of the invalid attempts. Supervised fine-tuning on 8.7k examples generated by VeriGeo achieves the best reported GeoQA performance among end-to-end multimodal LLM-based solvers, and obtains strong results on PGPS9K and MathVista-GPS, demonstrating the effectiveness of verified synthetic data for improving multimodal geometry reasoning.

Sharing mathematical content in online forums remains a significant friction point for students and educators: writing raw LATEX is error-prone, standalone optical character recognition tools require platform switching, and current forum software offers no integrated path from a photograph of a formula to a rendered post. We present a unified system that eliminates this friction by embedding an image to LATEX conversion pipeline directly inside a forum posting interface. A user uploads or captures an image of a mathematical expression; the system routes it through the Mathpix OCR API, detects whether the returned output is LATEX or plain text containing inline math, applies the appropriate delimiter normalisation, and renders a live preview in either LATEX or Markdown mode before the post is committed to the database. The architecture is organized in three loosely coupled layers: image processing, rendering, and storage, and supports both desktop and mobile clients. A provisional US patent application has been filed covering the core methods. We describe the full system design, each component in detail, the data schema, and the key technical innovations, and we position the work against existing standalone tools and forum platforms to demonstrate the practical gap it closes. Beyond immediate usability, we argue that a deployed platform of this kind constitutes a continuously growing, community-validated dataset of mathematical problems and step-by-step solutions, a resource that can be used to train and benchmark AI systems for accurate mathematical reasoning

Large language models are now widely used for everyday learning, but the underlying interactions are typically unstructured chats rather than following a curriculum. Unlike formal online learning systems, these interactions carry no prior record of the student, so any estimate of what the student already knows must be inferred from the dialogue itself. We show that this gap is not closed by scaling models alone. Frontier and education-tuned LLMs perform poorly when asked to tutor a student over an extended session, because doing so requires three things at once. The tutor must sequence a curriculum, conduct Socratic dialogue, and infer the student's knowledge state from that dialogue. We propose separating these responsibilities. Given a student query, our system constructs a prerequisite knowledge graph in which subtopics are nodes and dependencies are edges, and frames tutoring as deciding which node to teach next and how many dialogue turns to spend on it before moving on. A lightweight PPO policy handles this sequencing decision, while an LLM conducts the Socratic exchange at the chosen node and returns a signal of student progress. Across held-out STEM and non-STEM topics, our PPO-paired tutor outperforms heuristic baselines, frontier general-purpose models, and a model specialised for Socratic dialogue: on both the rate at which students reach full curriculum mastery and the number of turns required. Explicit curriculum structure delivers gains that scaling the underlying model does not.

Large online courses generate thousands of student questions directed at conversational AI teaching assistants, yet these interaction logs remain largely untapped as diagnostic signals. We present a pipeline that maps student questions from a conversational AI teaching assistant to curriculum topics using a few-shot text classifier, grounded in a GPT-4-extracted prerequisite knowledge graph of course concepts. Evaluated on 1,340 question events from 164 students in a graduate-level AI course, our classifier achieves 80.0% accuracy across 43 labels (42 curriculum topics plus an "unknown" abstention class). Topic-level question volume correlates significantly with student self-reported difficulty from an independent mid-semester survey (rho = 0.491, p = 0.008, n = 28 topics), providing convergent evidence that the classified question stream reflects genuine topic difficulty. These results demonstrate that conversational AI interaction logs, mapped onto curriculum structure, carry actionable signals about topic-level knowledge gaps and provide instructors with a curriculum-grounded view of which topics warrant attention.

Large language models generate code from natural language prompts, enabling "vibe coding," which allows non-programmers to develop computational solutions. Vibe coding for teachers amplifies the value of teachers-as-designers, improving technology integration while fostering AI literacy. However, structured guidance on supporting this process is lacking. We propose GAIDE (A Guiding Framework for AI-Integrated Design for Educators), a framework that supports K-12 teachers in creating AI-powered learning technologies through vibe coding. The initial framework, built on Design Thinking and INTERACT, was validated through a CORDTRA interaction analysis of three teachers and four faculty mentors in an eight-week workshop to derive the final framework. Additionally, the qualitative analysis of pre- and post-interviews found an enhancement of teachers' AI literacy. Findings highlight the potential of learning-by-creating for professional development.

Writing Individualized Education Programs (IEPs) is a high-labor, knowledge-intensive document burden; English-language research has demonstrated that generative AI can significantly reduce drafting time, yet automated IEP generation in Traditional Chinese remains virtually unexplored due to domain data scarcity, strict privacy regulations, and the absence of local evaluation benchmarks. We propose a low-resource fine-tuning pipeline centered on Corpus-Grounded Feature Diffusion (CGFD): (1) 25 dual-expert high-score seed transcripts are selected via a tau threshold with flag-aware score caps; (2) a FeatureProfile (sentence length, structure, quantification templates) is extracted from seeds and injected into LLM prompts alongside Verbalized-Sampling-style diversity control to drive diffusion; (3) 15 expert gold seeds are used as diffusion anchors, targeting 585 samples; 567 valid diffusion samples are obtained, yielding a 582-sample training set used to fine-tune Breeze-7B with QLoRA; (4) schema-constrained inference via Grammar-Constrained Decoding (GCD) enforces a hierarchical SMART Goal Ladder schema at inference time. Ablation results on a 55-sample schema stress set reveal an unexpected finding: GCD is counterproductive under Traditional Chinese token budgets -- the no-GCD path achieves 100% schema pass rate at 34% lower median latency, outperforming GCD on both reliability and speed. On the n=10 formal hold-out, the no-GCD inference path achieves BERTScore F1 = 0.779, exceeding GPT-5.4 (0.726), DeepSeek-V3.2 (0.703), Gemini-3-Flash-Preview (0.703), and Llama-4-Maverick (0.700) zero-shot baselines while maintaining fully local, air-gapped inference. This system addresses a gap in Traditional Chinese special-education NLP and offers a scalable, privacy-preserving local inference solution under an industrial engineering paradigm.

We present RPO-PDT: a retrieval-grounded, role-play-based dialogue system for adaptive student support in higher education. RPO-PDT is: (1) able to provide institution-specific Personal Development Tutor (PDT) guidance using structured knowledge sources; (2) constrained by explicit persona, boundary, confidentiality, and safety policies; and (3) designed around a reverse-roleplay loop where unresolved interactions are replayed from the student perspective, enabling alternative tutor strategies to be generated and stored as reusable strategy memory. RPO-PDT supports both text-based and Furhat-based embodied interaction for demonstrating grounded, safe, and adaptive student-support dialogue.